Small Group Lesson Plan Grade Level: Gifted 1st Number of Students: 5 th Days: November, 12 Instructional Location: classroom

Materials: 5 copies of Showing Good Manners, soundbox c arts, dry!erase mar"ers, #an $ic ardson assessment c art Standard%s& 'ddressed: What Common Core Standards will be addressed during the lesson?
CCSS.ELA-Literacy.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding o key detai!s in a te"t. CCSS.ELA-Literacy.RI.2.# Identi y the main $ur$ose o a te"t, inc!uding what the author wants to answer, e"$!ain, or descri%e. CCSS.ELA-Literacy.RI.2.& 'etermine the meaning o words and $hrases in a te"t re!e(ant to a grade 2 topic or subject area. CCSS.ELA-Literacy.R).2.* +now and a$$!y grade-!e(e! $honics and word ana!ysis ski!!s in decoding words. CCSS.ELA-Literacy.R).2.& Read with su icient accuracy and !uency to su$$ort com$rehension. CCSS.ELA-Literacy.RL.2., -se in ormation gained rom the i!!ustrations and words in a $rint or digita! te"t to demonstrate understanding o its characters, setting, or $!ot. CCSS.ELA-Literacy.L.1.1 'emonstrate command o the con(entions o standard Eng!ish grammar and usage when writing or s$eaking. CCSS.ELA-Literacy.L.1.# -se words and $hrases acquired through con(ersations, reading and %eing read to, and res$onding to te"ts, inc!uding using requent!y occurring con.unctions to signa! sim$!e re!ationshi$s /e.g., because0.

(ontent )b*ectives Students will be able to

10 1his$er read $ages *-, to themse!(es !uent!y when $ro(ided with %ook Showing Good Manners 20 2i(e the de inition and ind e"am$!es in the te"t o what 34anners5 means a ter reading the te"t *0 1rite out the words c!ank, cram$, crash, and !ash $ro(ided sound %o" charts

Lan+ua+e )b*ectives What language will students be expe ted to utili!e when illustrating their understanding? Students will be able to 1" #se the word $manners% and demonstrate the ontexts we use it in when dis ussing the differen es between good and bad manners& 2" ' tivel( parti ipate in whole group dis ussion about the reading )" *rovide one example from the text of what good manners are

Prere,uisite S"ills: c!assroom ru!es and e"$ectations6 sma!! grou$ e"$ectations,

ormatting o sma!! grou$ work7reading time8 whis$er reading, orming o$inions and $redictions, using conte"t cues and decoding strategies etc9

-ndurin+ .nderstandin+s %/i+ Idea&: +an( times we read about information in boo,s and an then relate it to our own lives& -ssential 0uestions: What are good manners? When do (ou use or see good manners? What is an example from the text that shows good manners? 1itle: Showing Good Manners 1 eme%s&: What it means to have good manners 4ocus: -luen (, omprehension, text.self omparisons, spelling 5ocabulary: $+anners%

'ut or: spe ifi names of hara ters/ 0uan, Pearson boxed 0ulie, Ni , reader Genre: 2o3 to boo" /efore: Setting the stage, a tivate and build ba ,ground ,nowledge, introdu e and explain I wi!! ca!! the !e(e!ed grou$ o(er to the sma!! ta%!e in the %ack, whi!e the other students continue to work on their 'ai!y : acti(ities. I wi!! start %y getting the students attention %y introducing our new %ook. I wi!! irst show them the co(er and ask them what they think the story wi!! %e a%out and i they ha(e any $redictions a%out what might ha$$en. I wi!! ca!! on at !east two students to $ro(ide $redictions and share out with the grou$. 1e wi!! a!so discuss any names in the story that may come u$ and %e di icu!t or them to say. ;hen I wi!! go o(er the word 3manners5 with them. I wi!! write the word out on my sma!! white %oard, and ask them to he!$ me sound the word out. ;hen I wi!! ask them to raise their hands i they know what the word means, and I wi!! ca!! on each $erson to share their ideas o what the word might mean. ;hen I wi!! ha(e them each discuss a time when they saw good or %ad manners %eing dis$!ayed.

Durin+: 1xpli it instru tion, a tive engagement in meaning ma,ing, and pra ti e 2(ou should be he ,ing for understanding throughout" <ow I wi!! instruct them to whis$er read u$ to $age se(en %y themse!(es. I wi!! rotate rom student to student taking notes and !istening to them read one at a time to hear what they are strugg!ing with. I a chi!d inishes and I ha(e not had time to hear them yet, I wi!! ha(e them go %ack and reread $art o a $assage. I wi!! !isten to see i any o the students need he!$ with decoding, (oca%, !uency, and or com$rehension whi!e !istening to them. 'e$ending on what is o%ser(ed I wi!! make a teaching $oint to them o either their success or strugg!e, asking questions !ike 3does that word make sense here5 or 3great work at chunking that tough word to sound it out=5. And i I see a $articu!ar!y great instance o a strategy %eing used I wi!! note it and %ring it u$ as an e"am$!e to the who!e grou$ when we inish reading. 'fter: 3estate tea hing point, larif( ,e( points, extend ideas, he , for understanding >nce e(eryone is inished reading we wi!! discuss any instances we saw in the story o good manners %eing used, and then ind e"am$!es o this in the te"t. And then I wi!! ca!! on each student indi(idua!!y to gi(e an e"am$!e they read a%out in the te"t that they ha(e demonstrated in their own !i(es. I they cannot think o an e"am$!e, ask them how they cou!d use an e"am$!e rom the te"t in the uture. ;his wi!! he!$ to check their understanding and he!$s to %ui!d rea!-!i e connections to the te"t or the students. )ina!!y, we wi!! do some word work since some o the students sti!! ha(e trou%!e with some consonant %!ends that are $resent in this story. I $ro(ide each student with a sound%o" chart to i!! out and wi!! ask the students to s$e!! the words 3c!ank5 3cram$5 3crash5 and 3 !ash5 one at a time and inde$endent!y. ;his wi!! he!$ the students with their consonant %!ends and s$e!!ing. >nce they are a!! inished I wi!! thank the students or !istening and $raise them or their hard work, e"$!ain that we wi!! inish the story tomorrow and to come u$ with some $redictions a%out what they think wi!! come ne"t, and then a!!ow them to return to their 'ai!y :.

'ssessment: 4e ause we use the 0an 3i hardson formatting for our small group reading times, we assess the students using harts she provides in her boo, to tra , students5 progress& 6 ta,e notes on the ba , of m( 0an 3i hardson lesson plans for ea h student while the( are reading, and on e a wee, 6 use the spe ifi hart to he , progress for ea h hild& 1ver( ).7 wee,s 6 also ta,e a running re ord for ea h student in the group& 6n addition, on da( threes of our program, students produ e written wor, that 6 then use as a form of assessment, and an( of the word wor, harts or whiteboard a tivities are also used as a visual form of assessment for me& -xtension: 8o extend this lesson 6 would have m( students write down a time the( an remember using good manners and then draw out a pi ture of the example too& 6n addition, 6 would as, the students to loo, out for instan es of good manners the( see their peers using over the ourse of the next da(, and be read( to share the following afternoon& We would then write $awards% for the student the( saw using good manners and put them in those students mailboxes& 8his en ourages lassroom ommunit( among peers, and en ourages positive behaviors& Differentiated Instruction: 6 do not have an( 199s, diale t spea,ers, or spe ial edu ation students in m( reading group, but if 6 did 6 would be sure to a ommodate them appropriatel(& 8he main form of differentiation used in this lesson plan is through the one.on.one reading versus the small group dis ussions and the use of visual, written, and oral material all used& Modify and ( an+es to Plan: +( students had alread( all read the stor( for toda( be ause there was a mis ommuni ation between the 386 instru tor and m( ooperating tea her& 8herefore, tomorrow we will do a :ui , re.read and finish the stor(, and then omplete the writing portion that is generall( saved until ;a( ) of the lesson plans&

Small Group Lesson Plan Grade Level: -irst Number of Students: < Instructional Location: lassroom Days: 11=1)=1) Materials: : co$ies o the %ook Showing Good Manners, reading .ourna!s, Co$y o ?an Richardson !esson $!an, Co$y o reading assessment charts Standard%s& 'ddressed: What Common Core Standards will be addressed during the lesson?
CCSS.ELA-Literacy.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding o key detai!s in a te"t. CCSS.ELA-Literacy.RI.2.# Identi y the main $ur$ose o a te"t, inc!uding what the author wants to answer, e"$!ain, or descri%e. CCSS.ELA-Literacy.RI.2.& 'etermine the meaning o words and $hrases in a te"t

re!e(ant to a grade 2 topic or subject area. CCSS.ELA-Literacy.R).2.* +now and a$$!y grade-!e(e! $honics and word ana!ysis ski!!s in decoding words. CCSS.ELA-Literacy.R).2.& Read with su icient accuracy and !uency to su$$ort com$rehension. CCSS.ELA-Literacy.RL.2., -se in ormation gained rom the i!!ustrations and words in a $rint or digita! te"t to demonstrate understanding o its characters, setting, or $!ot. CCSS.ELA-Literacy.L.1.1 'emonstrate command o the con(entions o standard Eng!ish grammar and usage when writing or s$eaking. CCSS.ELA-Literacy.L.1.# -se words and $hrases acquired through con(ersations, reading and %eing read to, and res$onding to te"ts, inc!uding using requent!y occurring con.unctions to signa! sim$!e re!ationshi$s /e.g., because0.

(ontent )b*ectives What will the students ,now and be able to do b( the end of the lesson 2use observable language"?

Lan+ua+e )b*ectives What language will students be expe ted to utili!e when illustrating their understanding? 1" Students will be able to find textual eviden e to support their own examples of when the( used good manners& 2" Students will be able to $predi t% and $ on lude% what the( learned before and after reading

10 1his$er read $ages @-12 to themse!(es !uent!y when $ro(ided with %ook Showing Good Manners 20 Aa(e a discussion a%out the !ast time they used good manners a ter inishing reading the story *0 1rite out 2-* sentences in their reading .ourna!s a%out the !ast time they used good manners o!!owing who!e grou$ discussion

Prere,uisite S"ills:

c!assroom ru!es and e"$ectations6 sma!! grou$ e"$ectations, ormatting o sma!! grou$ work7reading time, 'ay one reading materia!

-ndurin+ .nderstandin+s %/i+ Idea&: +an( times we read about information in boo,s and an then relate it to our own lives& -ssential 0uestions: What are good manners? When do (ou use or see good manners? What is an example from the text that shows good manners?

1itle: Showing Good Manners 'ut or: Pearson boxed reader Genre: 2o3 to boo"

1 eme%s&: What it means to have good manners?

4ocus: -luen (, omprehension, text.self omparisons, spelling

5ocabulary: $manners% $predi tions% $observations% $ on lusions%

/efore: I wi!! ca!! the !e(e!ed grou$ o(er to the sma!! ta%!e in the %ack, whi!e the other students continue to work on their 'ai!y : acti(ities. Durin+: I wi!! start %y ha(ing the students read the second ha! o the %ook we %egan yesterday, and wi!! !isten indi(idua!!y to each o them whis$er read to see i they are ha(ing any di icu!ties. ;hen we wi!! discuss any reading strategies I o%ser(ed that showed their strengths and Strugg!es as they were inishing the story. Bossi%!e things o%ser(ed8 decoding strategies, )!uency7$hrasing, (oca%u!ary, or com$rehension. A ter inishing the story, we wi!! discuss any times the gir!s ha(e recent!y used good manners !ike they read a%out in the story, or ha(e seen instances o good manners %eing used recent!y. A ter discussing, I wi!! ask them to each take out their reading .ourna!s and write two-three sentences a%out the !ast time they used good manners or saw good manners %eing used. ;hey wi!! %e asked to make sure to check their s$e!!ing, $unctuation, and grammar. ;hey wi!! a!so %e a!!owed to i!!ustrate a $icture that goes a!ong with their e"am$!e. 'fter: >n e all of the students have finished their writing, we will ea h share out our examples to the whole group& 8he( will explain and read their s enario and the( an also des ribe their pi ture too I wi!! thank the students or !istening and $raise them or their hard work, e"$!ain

that we wi!! start a new story ne"t week, and then a!!ow them to return to their 'ai!y :. 'ssessment: 4e ause we use the 0an 3i hardson formatting for our small group reading times, we assess the students using harts she provides in her boo, to tra , students5 progress& 6 ta,e notes on the ba , of m( 0an 3i hardson lesson plans for ea h student while the( are reading, and on e a wee, 6 use the spe ifi hart to he , progress for ea h hild& 1ver( ).7 wee,s 6 also ta,e a running re ord for ea h student in the group& 6n addition, on da( threes of our program, students produ e written wor, that 6 then use as a form of assessment, and an( of the word wor, harts or whiteboard a tivities are also used as a visual form of assessment for me& >%ser(e student $artici$ation and note any o the sections they strugg!ed with, !ook %ack on the notes rom each student, and $!ace notes in the studentCs reading %inder. Record o%ser(ations in the ?an Richardson handout. I wi!! a!so co!!ect the written work that was com$!eted or a grade, so that I can assess what students strugg!es and success were when writing. -xtension: 6f 6 had had extra time 6 would have as,ed the students to loo, out for instan es of good manners the( see their peers using over the ourse of the next da(, and be read( to share the following afternoon& We would then write $awards% for the student the( saw using good manners and put them in those students mailboxes& 8his en ourages lassroom ommunit( among peers, and en ourages positive behaviors& Differentiated Instruction: 6 do not have an( 199s, diale t spea,ers, or spe ial edu ation students in m( reading group, but if 6 did 6 would be sure to a ommodate them appropriatel(& 8he main form of differentiation used in this lesson plan is through the one.on.one reading versus the small group dis ussions and the use of visual, written, and oral material all used& Modify and ( an+es to Plan: 4e ause we finished the boo, and da( three toda(, whi h is the last da( listed in the 0an 3i hardson lesson plan, we will start a new boo, on 8uesda( instead of ontinuing on with Showing Good Manners& Small Group Lesson Plan Grade Level: gifted first Number of Students: < Days: 11=21=1) Instructional Location: lassroom

Materials: : co$ies o the %ook Living in Seoul, reading .ourna!s, Co$y o ?an Richardson !esson $!an, Co$y o reading assessment charts Standard%s& 'ddressed:
CCSS.ELA-Literacy.RI.2.1 Ask and answer such questions as who, what, where,

when, why, and how to demonstrate understanding o key detai!s in a te"t. CCSS.ELA-Literacy.RI.2.# Identi y the main $ur$ose o a te"t, inc!uding what the author wants to answer, e"$!ain, or descri%e. CCSS.ELA-Literacy.RI.2.& 'etermine the meaning o words and $hrases in a te"t re!e(ant to a grade 2 topic or subject area. CCSS.ELA-Literacy.R).2.* +now and a$$!y grade-!e(e! $honics and word ana!ysis ski!!s in decoding words. CCSS.ELA-Literacy.R).2.& Read with su icient accuracy and !uency to su$$ort com$rehension. CCSS.ELA-Literacy.RL.2., -se in ormation gained rom the i!!ustrations and words in a $rint or digita! te"t to demonstrate understanding o its characters, setting, or $!ot. CCSS.ELA-Literacy.L.1.1 'emonstrate command o the con(entions o standard Eng!ish grammar and usage when writing or s$eaking. CCSS.ELA-Literacy.L.1.# -se words and $hrases acquired through con(ersations, reading and %eing read to, and res$onding to te"ts, inc!uding using requent!y occurring con.unctions to signa! sim$!e re!ationshi$s /e.g., because0.

(ontent )b*ectives Students will be able to/ 1& des ribe the it( of Seoul and what its li,e to live there 2& spell=write the words/ flush, rush, brush, and blush )& Whisper read pages ).? fluentl( after re eiving their own opies of the boo, 7& 6dentif( what a aption is within the stor( Prere,uisite S"ills:

Lan+ua+e )b*ectives Students will be able to/ 1& ompare and ontrast what its li,e living in Seoul versus what its li,e living in Champaign 2& provide examples of des riptions in the text that des ribe the it( of Seoul

c!assroom ru!es and e"$ectations6 sma!! grou$ e"$ectations, ormatting o sma!! grou$ work7reading time, 'ay one reading materia!

-ndurin+ .nderstandin+s %/i+ Idea&: 8here are man( differen es and similarities between our ulture and @orean ulture& -ssential 0uestions: 67 What are some of the differen es between the two ultures? 87 What are some of the similarities 97 Aow would an outsider des ribe (our home?

1itle: 1 eme%s&: 4ocus: 5ocabulary: Living in Seoul Culture Comparison and But, @orea, Seoul 'ut or: ontrast *earson 3eaders series Genre: Non.fi tion, biograph( /efore: Call the students over to the reading table and instru t them to bring their boo, boxes& 8hen show them the over of the boo, and as, them what the( thin, the stor( will be about based on the over& 8hen as, the students what the title of the stor( is& 's, if an(one ,nows what Seoul is& 6f not explain that it is a it( in South @orea& 8hen as, if an(one ,nows where South @orea is& 1xplain that it is the setting of our stor( and we will be learning more about this pla e& 'lso, explain that there is the word (ut in the reading for toda(& 's, if an(one ,nows what that word is and if not, tell them to pa( lose attention to the text to tr( and find out what that word means be ause we will tal, about it when the( are finished reading& 8hen point to a aption in the stor( and as, if an(one ,nows what that is& Call on someone if the( ,now, and if no one ,nows, go over what it is as a group& Durin+: Now give ea h student a reader and have them begin to whisper read and have them stop at page seven& 3otate around the group as the( are reading and ta,e notes on ea h student, mar,ing an( issues or hallenges in addition to an(thing the( are doing well& 6f a student finished earl(, have them go ba , and re.read to loo, for an(thing the( ma( have missed& When all are finished, as, if an(one was able to find the word C(ut5 and what it meant& Call on someone to share what the( thin, it means& Call on another student to show where the( found that information and (et another to tell whether or not the( have ever pla(ed a game similar to C(ut5 2pi ,.up sti ,s" 8hen lead a full group dis ussion as,ing/ .What would (ou li,e about living in @orea? .Aave (ou ever done an(thing similar to the girl in this stor(? .Aow is (our home different from hers? .6f (ou were to write a stor( about (our home, what would (ou tell a stranger? 'fter: >n e ea h hild has provided at least one answer to the different :uestions, go over how there are man( differen es between ultures and it is important to learn about different ultures in order to better understand ever(one and ma,e new friends& 8hen give the students ea h a word stud( sound box hart and have them wor, more on their onsonant blends b( spelling the words/ flush, lush, rush, blush and brush& 6 will than, the students for listening and praise them for their hard wor,, explain that we will finish our stor( tomorrow and then allow them to return to their ;ail( <& 'ssessment: 4e ause we use the 0an 3i hardson formatting for our small group reading times, we assess the

students using harts she provides in her boo, to tra , students5 progress& 6 ta,e notes on the ba , of m( 0an 3i hardson lesson plans for ea h student while the( are reading, and on e a wee, 6 use the spe ifi hart to he , progress for ea h hild& 1ver( ).7 wee,s 6 also ta,e a running re ord for ea h student in the group& 6n addition, on da( threes of our program, students produ e written wor, that 6 then use as a form of assessment, and an( of the word wor, harts or whiteboard a tivities are also used as a visual form of assessment for me& >%ser(e student $artici$ation and note any o the sections they strugg!ed with, !ook %ack on the notes rom each student, and $!ace notes in the studentCs reading %inder. Record o%ser(ations in the ?an Richardson handout. -xtension: In order to extend this lesson I would have the students write down their example of how they would describe their hometown on a piece of paper and then have them draw a picture that goes along with their sentence. Then I would have them all share out what their examples were to the whole group. Differentiated Instruction: 6 do not have an( 199s, diale t spea,ers, or spe ial edu ation students in m( reading group, but if 6 did 6 would be sure to a ommodate them appropriatel(& 8he main form of differentiation used in this lesson plan is through the one.on.one reading versus the small group dis ussions and the use of visual, written, and oral material all used& Modify and ( an+es to Plan: Some of m( students have a lot of trouble with not sa(ing out loud what letters need to be hanged in ea h word during the soundbox a tivities& 6 will tr( reall( hard to get them to not sa( the letters outloud tomorrow so that ea h student is able to do their own wor, during that time& Small Group Lesson Plan Grade Level: gifted first Number of Students: < Days: 11=22=1) Instructional Location: lassroom

Materials:: co$ies o the %ook Living in Seoul, reading .ourna!s, Co$y o ?an Richardson !esson $!an, Co$y o reading assessment charts Standard%s& 'ddressed:
CCSS.ELA-Literacy.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding o key detai!s in a te"t. CCSS.ELA-Literacy.RI.2.# Identi y the main $ur$ose o a te"t, inc!uding what the author wants to answer, e"$!ain, or descri%e. CCSS.ELA-Literacy.RI.2.& 'etermine the meaning o words and $hrases in a te"t re!e(ant to a grade 2 topic or subject area. CCSS.ELA-Literacy.R).2.* +now and a$$!y grade-!e(e! $honics and word ana!ysis ski!!s in decoding words. CCSS.ELA-Literacy.R).2.& Read with su icient accuracy and !uency to su$$ort com$rehension. CCSS.ELA-Literacy.RL.2., -se in ormation gained rom the i!!ustrations and words in a $rint or digita! te"t to demonstrate understanding o its characters, setting, or

$!ot. CCSS.ELA-Literacy.L.1.1 'emonstrate command o the con(entions o standard Eng!ish grammar and usage when writing or s$eaking. CCSS.ELA-Literacy.L.1.# -se words and $hrases acquired through con(ersations, reading and %eing read to, and res$onding to te"ts, inc!uding using requent!y occurring con.unctions to signa! sim$!e re!ationshi$s /e.g., because0.

(ontent )b*ectives Students will be able to/ 1& finish whisper reading the stor( we began (esterda( 2& use textual examples for an( point the( bring up in dis ussion )& des ribe what a tradition is and what one of the traditions tal,ed about in the stor( was 7& Write the words plum, plus, snug, spun, stud in soundboxes Prere,uisite S"ills:

Lan+ua+e )b*ectives Students will be able to/ 1& Compare and ontrast their own traditions with those of the people living in @orea 2& ;es ribe some of their families traditions )& ;es ribe how what the students have to do in @orea at the end of the s hool da( and how it differs from what the( do

c!assroom ru!es and e"$ectations6 sma!! grou$ e"$ectations, ormatting o sma!! grou$ work7reading time, 'ay one reading materia!

-ndurin+ .nderstandin+s %/i+ Idea&: 8here are man( differen es and similarities between our ulture and @orean ulture& -ssential 0uestions: 67 What are some of the differen es between the two ultures? 87 What are some of the similarities? 97 What is a tradition? What is one of (our traditions? What is a @orean tradition? 1itle: Living in Seoul 'ut or: *earson 3eaders series Genre:Non. fi tion, biograph( 1 eme%s&: Culture 4ocus: Comparison and ontrast 5ocabulary: @orea, Seoul

/efore: -irst, all the students over to the reading orner, and tell them to bring their boo, boxes with them& 8hen explain that toda( we will be finishing our stor( and will be dis ussing some of the differen es and similarities again between our ulture and @orean ulture& 8ell students to loo, arefull( for these things while reading, but to ma,e sure to ,eep them to themselves until we are all read( to share so that ever(one gets a fair shot at finding the answers too& 'lso, remind them of when we tal,ed about traditions last wee, when reading another stor(, and to loo, for an( traditions the( an find when finishing the reading for toda(& Durin+: Aave ea h student whisper read starting at page ? and ontinuing until the end of the stor(& 3otate and listen to ea h student read and ta,e notes on their hallenges and strengths while the( are reading& 8hen, if the( are finished earl(, have them go ba , and tr( to find that tradition we had tal,ed about& When all of the students are done as, the students what the( learned from the reading toda( and let them share out and find points in the text to support what the( learned& 8hen as, the students what the tradition was in the reading toda( and have them share out about the New Bears elebrations in Seoul& 's, the students if the( elebrate in the same wa( or in different wa(s and let them share& 8hen as, them to share out what a famil( tradition is in their own families and let ea h hild share& 'fter: Summari!e some of the omparison and ontrast points between the two ultures that were brought up toda(& 's, some follow.up :uestions li,e/ Wh( do (ou thin, we might do different things? 6s it o, to all have different traditions? Wh( do (ou thin, we have traditions? 8hen tell them to ,eep thin,ing about those ideas until tomorrow when we omplete an a tivit( about traditions& Next, give ea h hild a sound.bow hart and have them spell out the words plum, plus, snug, spun, and stud& 8his will help them to wor, more on their vowel sounds& 8hen than, them all for parti ipating, tell them to put their boo, boxes awa( and return to their ;ail( < a tivities& 'ssessment: 4e ause we use the 0an 3i hardson formatting for our small group reading times, we assess the students using harts she provides in her boo, to tra , students5 progress& 6 ta,e notes on the ba , of m( 0an 3i hardson lesson plans for ea h student while the( are reading, and on e a wee, 6 use the spe ifi hart to he , progress for ea h hild& 1ver( ).7 wee,s 6 also ta,e a running re ord for ea h student in the group& 6n addition, on da( threes of our program, students produ e written wor, that 6 then use as a form of assessment, and an( of the word wor, harts or whiteboard a tivities are also used as a visual form of assessment for me& >%ser(e student $artici$ation and note any o the sections they strugg!ed with, !ook %ack on the notes rom each student, and $!ace notes in the studentCs reading %inder. Record o%ser(ations in the ?an Richardson handout. -xtension: My extension will be used during tomorrows lesson, but if we had moved to quickly through todays lesson, I would have had them start working on their culture comparison poster. They would illustrate a picture of either something they would want to share to a stranger about their hometown, or a favorite family tradition on the other side, illustrate something about South

Korea that they learned. They then would write a caption at the bottom of the page for each picture. Differentiated Instruction: 6 do not have an( 199s, diale t spea,ers, or spe ial edu ation students in m( reading group, but if 6 did 6 would be sure to a ommodate them appropriatel(& 8he main form of differentiation used in this lesson plan is through the one.on.one reading versus the small group dis ussions and the use of visual, written, and oral material all used& Modify and ( an+es to Plan: Some of the students still had some trouble oming up with famil( traditions, and so 6 would have as,ed them those :uestions at the end of (esterda(s lesson and sent them home to thin, about it, and as, their parents for ideas if the( were still stumped& 8his wa(, the( hopefull( would have been more prepared for those t(pes of :uestions&

Lesson Reflections LESSON 1: 'es$ite my students ha(ing a!ready read the story, I was sti!! a%!e to get them engaged through discussion and guided disco(ery. ;heir R;I teacher did not $ut any time into discussing the %ook, %ut main!y ocused on !uency when they were reading, and so this was a who!e other take on the story, and they were e"cited to share their ideas with the grou$ and their e"$eriences with good manners. It did cause the !esson to mo(e a!ong aster then I thought it wou!d though, which was ine, %ut made me $re$are more or the o!!owing day, .ust in case. ;he students a!! seemed (ery engaged in the reading $rocess, as they a!! re-read the story without any $rotests. ;hey did get antsy towards the end o the reading $ortion though, as many had inished $age ,, %ut I had not inished o%ser(ing each student yet, and so they continued on reading e(en though they were su$$ose to sto$ at $age ,. ;his was not too %ig o a dea! though, since they had a!ready read the story and knew what was

coming ne"t. I s$eci ica!!y knew that the student were engaged and com$rehended since they a!! wanted to $artici$ate in the discussion a ter reading, and they were a!! a%!e to ind connections in the te"t that demonstrated their understanding and corre!ated with their own $ersona! e"am$!e o when they had used good manners. 1hi!e !istening to my students read, I was sur$rised at the (o!ume some o them whis$er read at, as they are norma!!y not so t-s$oken, %ut I had to ask a!most a!! o them to s$eak u$ when I was o%ser(ing them oneon-one. I a!so was sur$rised at the great .o% they a!! did with the consonant %!ends in their writing, %ut how much a!most a!! o them strugg!ed with choosing the correct (er% when s$e!!ing out words. I think this is something s$eci ic we cou!d work on. ;hey a!! did (ery we!! at the s$eci ic ski!! o a$$!ying te"t to e(eryday !i e e"$eriences, and were e(en a%!e to ind the $arts in the te"t that su$$orted their e"am$!es a ter reading, which I ound to %e (ery encouraging. As a teacher, I rea!iDed that I need to im$ro(e my a%i!ity to take notes on each student quick!y, and yet sti!! ind re!e(ant $oints to make a%out what the students can im$ro(e on. It was di icu!t or me to $ace myse! when o%ser(ing, as this was the irst time I was hearing each student read indi(idua!!y, and wanted to make sure to note one $oint or each student. It took me too !ong though, and many o them had a!ready inished reading whi!e I was sti!! trying to !isten to others read. ;his is something I can work to im$ro(e on.

Eecause my students had a!! a!ready read this %ook, it on!y makes sense to me to com%ine days two and three in order to kee$ the students engaged and sti!! $ro(ide a com$!ete and time!y meeting with them. I I were to do the two days se$arate!y, the !esson tomorrow wou!d %e too short, and the students wou!d not %e interested, as it wou!d a!! %e too simi!ar to what they had a!ready com$!eted in their R;I time. Lesson 2: >(era!! I e!t that this !esson was more success u! then the $re(ious !esson. I was a%!e to take %etter notes whi!e my students were reading, es$ecia!!y since I knew a !itt!e %it more a%out what to !ook or whi!e they were reading. I a!so had $!anned more materia! or today since I knew that they had a!ready read the story, so the !esson was $aced %etter, and the students wa!ked away ha(ing com$!eted more acti(ities and with a irmer understanding a%out how to re!ate te"ts to rea! !i e e"$eriences. ;he students a!so did a %etter .o% today descri%ing their thoughts and o$inions and staying on track then yesterday. I !earned more today a%out the ty$e o writers I ha(e in my c!ass, as they were required to write a short descri$tion today in com$!ete sentences, un!ike yesterday which was .ust sing!e words. Some o my students has some di icu!ty writing down their ideas e(en though they cou!d descri%e them $er ect!y when stating them ora!!y. ;his is something I had not taken into account, and marked as something to remem%er or uture writing acti(ities. I a!so !earned more a%out what ty$es o readers they are %y

!istening and taking notes again today. 4y $acing was %etter today, %ut I rea!iDed I need to work on how to correct students. A ter e"$!aining the directions to the students I !et them write on their own unti! we shared a!oud. ;his was my irst mistake, as I shou!d ha(e gone around and made sure the students were writing down the thoughts they had mentioned. As a resu!t, I had two students who wrote down ideas that didnCt rea!!y corre!ate with the to$ic. I did not say anything a%out them not writing down their thoughts then %ecause I didnCt want to em%arrass or discourage them, %ut it is again something to kee$ in mind or ne"t time a%out checking students $rogress as they work and gi(ing more direct instructions. )or the ne"t !esson, I wi!! mo(e onto a new %ook since my students ha(e now com$!eted the 3three-day5 !esson $!an ormat o ?an RichardsonCs %ook. ;his is a!! due to the act that they had a!ready read the story with their R;I teacher and so did not need to s$end as much time reading as norma!!y wou!d ha(e taken $!ace.

Lesson Plan 3: 'uring this !esson, I e!t that our who!e grou$ discussion had rea!!y im$ro(ed since the irst two !essons. ;he students were %etter a%!e to e"$!ain their ideas and to the grou$ and connect their ideas to the te"t then %e ore. ;wo o my students did ha(e some trou%!e coming u$ with ideas on the s$ot though, so I think ne"t time I wi!! $ro$ose the question %e ore we

read and then ask them to think a%out it so we can a!! share when we are done reading. ;his wi!! gi(e them am$!e time to come u$ with an e"am$!e %e orehand instead o %eing $ut on the s$ot. I !earned more a%out my students this week through our discussion s$eci ica!!y. Some o my students !ike to shout out the answers or are much more (oca! then others and !o(e to share their ideas, where as others $re er to o%ser(e and !isten to the others then share out right away. ;his is something we wi!! work on as a grou$, and work on taking turns sharing and not shouting out the answers or our ideas. I rea!iDed during this !esson that I need to s$end more time on $rereading discussion and questions. It wou!d he!$ my students to !ook or s$eci ic $oints in the story and he!$ them to !ook or $oints that they can com$are or contrast to their own e"$eriences. Ey $ro(iding a !itt!e more %ackground in ormation or my students, it wi!! he!$ them to %etter com$rehend the stories and why they are reading them, and there ore, he!$ them to rea!iDe what the essentia! questions and take-aways are. )or my ne"t !esson, I wi!! not on!y ocus more on $re-reading, %ut I wi!! a!so discuss more a%out when it is a$$ro$riate to share, and when we must %e si!ent detecti(es to ind the answers and wait to share what we ound, so that e(eryone gets an o$$ortunity to ind the answer. ;his wi!! ho$e u!!y he!$ my students to wait unti! they are ca!!ed on and a!!ow others to com$!ete their own work. Lesson 4:

;his !esson I think was my most success u! yet. I e!t that the students were (ery engaged or the !esson in its entirety, and that they came u$ with some rea!!y so!id connection rom the te"t to themse!(es and were a%!e to com$are and contrast what they had read to their own !i(es %etter then the day %e ore. I think the $re-reading questions he!$ed with this. I !earned more a%out my studentsC discussion ha%its again today, as some were a%!e to go %ack and ind e"am$!es in the te"t, %ut others had a hard time $icking out where the in ormation they remem%ered rom the te"t was. ;he two students who had trou%!e during discussion yesterday, a!so strugg!ed today with coming u$ with ideas. <e"t time, I wou!d gi(e them the questions the night %e ore to think a%out, and then i they sti!! strugg!ed I wou!d ha(e them try writing their ideas down and .ust sharing them with me instead o the who!e grou$ to see i they were .ust intimidated. Eased on some o my students strugg!e at coming u$ with e"am$!es, I !earned as a teacher that I need to gi(e my students more thinking time %e ore re-asking or re(ising the questions. ;eaching irst graders with shorter attention s$ans, I need to remem%er to sti!! wait and gi(e them time to $rocess and not worry as much that I am !osing their attention. )or tomorrowCs !esson I wou!d %e sure to gi(e the students there wait time when asking questions. I wou!d a!so start the !esson with a reca$ o what we had discussed the $re(ious day to he!$ them %ui!d o o their $rior

know!edge. ;his way they %egin the !esson knowing the conte"t and where we !e t o rom the day %e ore.

4inal $eflection: +( lass uses spe ifi lesson plan formats alread(, and even though 6 rewrote these lesson plans to fit within the 0an 3i hardson format, 6 am still not ra!( about her formatting& 6 was re:uired to use it, whi h helps me to prepare for the future sin e it is more then li,el( 6 will be re:uired to use spe ifi formats, but tea hing these four lessons allowed me to experiment with the format and de ide how 6 would use it in m( own lassroom& 6f 6 were to use this format in m( own lassroom, 6 would have m( students do their word wor, at the beginning of the lesson as a warm up prior to reading& 6t urrentl( is taught at the end of the lesson and ma,es for an aw,ward on lusion& 6 thin, it detra ts from the groups dis ussions and the fo us of the overall lesson, as most of the time the two do not orrelate& 6n terms of using this template though, 6 felt that 6 was able to ,eep the fo us of m( lesson lear throughout the duration of reading and dis ussing, and felt that m( students did wal, awa( with a better idea of how to relate text to self or ompare and ontrast their own lives with the text& 8his was apparent in the answers 6 re eived from the students during dis ussions and in their writings during the se ond lesson where the( dis ussed their own manners& 8his is also a gifted lass, and so man( of the students are ver( su essful readers when it omes to using de oding, vo abular(, and fluen ( strategies, but the( struggle when it omes to writing, spelling and dis ussing, and that is wh( 6 hose to fo us the most on those areas& 6 felt that the obDe tives were lear enough that students were able to su essfull( meet them ever(da(& 6 thin, this means that 6 need to ome up with some more hallenging obDe tives or find harder reading material, as the students did not alwa(s seem hallenged when reading, but were all ver( su essful& 6t is not bad that the( were su essful, but 6 am going to re ommend

to m( ooperating tea her that we reassess all the students again with running re ords next wee, and see if we an move the group up to the next level of material, as these boo,s seem a little eas( for them& 6f 6 were to ontinue wor,ing with this group, we would fo us more on the da( three a tivities and the onne tion between oral responses and written responses& 8his is what m( readers struggled the most with& 8he( were able to ta,e the text and orall( report about it and onne t it to their own lives, but the( struggled at writing down ideas found in the text or about their own lives& 8his is a s,ill that ta,es time and pra ti e to get the hang of, and 6 would ome up with more writing harts and a tivities for us to omplete to wor, on that s,ill& 8he thing 6 found the most hallenging was getting all of m( students to parti ipate $ orre tl(%& Some of m( students were onstantl( wanting to shout out their answers or give the answers to others, while some of m( other students had a ver( hard time sharing or oming up with ideas on their own, and would get ver( upset if put on the spot& 8his put me in a hard situation when it ame to group dis ussions, and is (et another reason 6 would do more written wor, with this group instead of oral dis ussion& 6 also would modif( to meet their needs b( giving them more of the dis ussion :uestions prior to meeting so that the( ould all feel prepared and ome read( to share& +( main s,ill in helping the students to learn the strateg( was to ome up with engaging :uestions and have students relate the text to themselves& 6 thin, this reall( helps students to build off of their ba ,ground ,nowledge and allows them to build a solid base for learning to ontinue& 'lso, first graders love tal,ing about themselves, and so omparing the stories to their own lives was fun for them& 6 also tried to in orporate as mu h illustrating as possible into m( lessons be ause m( students love to draw and 6 thin, it reates another outlet for them to

demonstrate their learning and onne tions to the text& 4ased on these experien es, 6 will be sure to ontinue to ome up with dis ussion :uestions for post, during, and pre reading to help students, and also ma,e sure that there are reative wa(s that students an also explain their learning through& 6 will also tr( to adapt and reate m( own lessons to the best of m( abilit( when provided s ripted urri ulum, and adDust it to the needs of m( students& -inall(, 6 will ma,e sure m( students are being hallenged b( the material to ensure that the( are alwa(s moving forward in their learning, and not being held ba , b( leveled urri ulum&